Narrative Therapy

Narrative Therapy

EMP3651HS/EMP6661HS

Emmanuel College

Toronto School of Theology

Winter 2020

Instructor Information

Instructor:

Office Location:

E-mail:

Office Hours:

Rosedale Fellow:

Pamela Couture, PhD, Jane and Geoffrey Martin Chair of Church and Community

EC 112

Pamela.couture@utoronto.ca

by appointment or skype, please email

Jinseok Lee, E-mail: Jinseok.lee@mail.utoronto.ca

Course Identification

Course Format:

Course Location:

In-Class Times:

Optional Class Time:

Prerequisites:

Hybrid

Emmanuel College

January 8, Feb. 12, Feb. 26, March 4, 11, 18, 25, April 1, 9:00-12:00 (attendance

required)

January 15, 22, 29, Feb. 2

EMP 1741 or equivalent

Course Description

This course explores the fundamental theory, assumptions, and practices of narrative therapy, a form of

therapy developed in New Zealand and Australia in connection with indigenous people. Using a

combination of online materials from the Dulwich Centre in Australia and class meetings during the

regular semester, it explores the role of the therapist and the practice of therapy in utilizing narrative

therapy techniques to address not only individual and family distress but also community and political

structures of oppression. Narrative therapy explores with clients and communities how the structures of

anti-oppression can be used for healing, and works with communities to empower them in their own

healing.

Course Resources

Required Course Materials

The majority of the materials for this course are available for free on the Dulwich Centre website, the

prime site for the development of narrative theory. See . Students may

access to additional resources through the Uof T Catalogue,



As the Dulwich Centre is located in Australia, it overcomes its potential isolation from the rest of the

world by a very active online presence. I cannot improve on their materials, and by using their free

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materials, the overall cost to the student of the class is lower than it might otherwise be. The Dulwich

Centre also has a publishing program and offers many texts for purchase.

Additional note about the online course through the Dulwich Centre: The Dulwich Centre provides a free

online course on narrative therapy with readings, videos, case studies, lectures and study questions.

They keep it updated,

as it is one of their primary offerings to promote education in narrative therapy. The course is nine

lessons long and students are expected to spend approximately two and a half to three hours to

complete each lesson except the first and last lessons, accessing the variety of materials. Some take

lessons are longer; a few are shorter. Lesson 1 is very short. Lesson 7 is very long so we have allowed a

full week to complete it; lesson 9 is very short and will be completed in class. The Dulwich Centre

provides an optional test at the end for those who complete the course and wish to have a certificate

from the Dulwich Centre; their certificate costs $77 (Australian Dollar) and is not required of our

students. (Our students may take this test should they find it useful for CPRO or future documentation.)

Instead of taking the Dulwich Centre test, for the purposes of EMP 3561 HS students will do the module

assignments and I will administer my own test on the online course.

Two out of seven memoirs/novels/nonfiction articles are required for the second 1/3 of the course.

Many of these are available through the public library or on overdrive, so are also potentially free to the

student:

Kamal Al-Solaylee, Intolerable: A Memoir of Extremes Toronto: Harper-Collins, 2012.

Richard Wagamese, One Native Live, Vancouver: Douglas and MacIntyre, 2009. (memoir)

Richard Wagamese, Indian Horse Vancouver: Douglas and MacIntyre, 2012. (fiction)

Myrl Coulter, The House with the Broken Two: A Birthmother Remembers. Vancouver: Anvil Press, 2011.

Denise Chong, The Concubine¡¯s Children: The Story of a Family Living on Two Sides of the Globe. Toronto:

Penguin, 2014.

Roberta Bondi, Memories of God. Nashville: Abingdon, 1995. (not available electronically but available

for $.01 on amazon.ca)

Pamela Couture, We Are Not All Victims: Local Peacebuilding in the Democratic Republic of Congo. Lit

Verlag, 2016. This book is by far the longest of the books and is available from the publisher in PDF

format for a reduced price.

Course Website(s)

? Quercus:

This course uses Quercus for its course website. To access it, go to the UofT Quercus login page at

and login using your UTORid and password. Once you have logged in to Quercus

using your UTORid and password, look for the My Courses module, where you¡¯ll find the link to the

website for all your Quercus-based courses. (Your course registration with ACORN gives you access to

the course website in Quercus.) Information for students about using Quercus can be found at:

. Students who have trouble accessing Quercus

should ask Emmanuel College Main Office (E-mail: ec.office@utoronto.ca) for further help.

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Course Learning Objectives/Outcomes

BD Level: Emmanuel College

Students successfully completing this course will be able to demonstrate the following learning

outcomes.

? Context and Culture: Students will be able to identify, explore and analyze the theories and

practices that narrative therapy employs to honor cultures and work for healing within them.

? Spiritual/Vocational Formation: Attend to the spiritual development and well-being of self and

others.

? Practices of Area of Specialization: Demonstrate knowledge of theories and practices relevant to

leadership in their own area of specialization.

CRPO Competencies: 1.2; 1.5 abe; 2.1 abcef; 2.2 a; 2.3; 5.1 abc

1.2 Work within a framework based

upon established psychotherapeutic

theory.

The online work seeks to develop

narrative therapy as a framework within

which the student can operate; the

review of principles and practices

a: Integrate the theory or theories

upon which the therapist's practice is through literature assists the student to

further develop that framework in

based.

¡°case¡± situations; the research project is

b: Integrate knowledge of how human designed to help students understand

problems develop, from the viewpoint the use of the framework with diverse

of the therapist¡¯s theoretical

populations.

orientation.

c: Identify circumstances where

therapy is contraindicated.

d: Recognize the benefits, limitations,

and contraindications of differing

psychotherapeutic approaches.

e: Establish a therapeutic relationship

informed by the theoretical

framework.

f: Integrate a theory of change

consistent with the therapist's

theoretical orientation.

g: Integrate knowledge of the impact

of trauma on psychological

functioning.

1.5 abe: Integrate knowledge of human Through reading Dulwich Centre

diversity; recognize how oppression,

materials and memoirs of diverse

power and social injustice may affect

people

client and therapeutic process; identify

culturally relevant resources

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2.1 abcdef: use clear and concise

Unit 1: In answers to reflection

written, oral, and electronic

questions; Unit 2: in discussion of

communication; communicate in a

memoirs; Unit 3: in research papers.

manner appropriate to the recipient;

use effective listening skills;

differentiate fact from opinion;

recognize and respond appropriately to

nonverbal communication

2.2 a: show respect for others.

In oral and written presentation; this is

a goal across Emmanuel College

pedagogy

2.3 Create and sustain working

relationships with other professionals

encountered in practice; create and

sustain working relationship with

colleagues of diverse socio-cultural

identities; initiate intercultural

professional practice

Professional colleagueship will be

practiced online and in seminar

discussions.

5.1 abc: Read current professional

literature relevant to practice area;

access information from a variety of

current resources; analyze information

critically.

Research practice and current

professional literature will be

emphasized in the research paper.

Graduate (AD) Level

The Graduate Studies Council (previously Advanced Degree Council) has developed detailed

statements of ¡°learning outcomes¡± for each of the advanced degree programs (ThD/PhD, MA and

ThM). They are available as appendices in the respective Handbooks. ¡°Learning outcomes¡± have to

do in part with the level of knowledge and skill that will be characteristic of a typical graduate of

the program. In accordance with this overall statement, instructors are required to develop a

statement of learning outcomes for each course. These outcomes will provide one of the

benchmarks for evaluation and grading.

COURSE OUTCOMES

COURSE ELEMENT

PROGRAM OUTCOMES

By the end of this course,

students successfully

completing, will have acquired

the following levels of

knowledge:

This outcome will be achieved This course outcome

through these course elements: corresponds to this aspect of

the TST outcomes statement

for the individual AD programs:

? familiarizing themselves with

and critically evaluating the

? unit 1 online course; essay

? ThD/PhD: 1.1; 1.2

answers to questions; final quiz ? ThM I: 1.2

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fundamentals of narrative

therapy

? ThM II: 1.2

? MA: 1.2

? analyzing the above

? unit 2; analyzing stories of

fundamentals in relationship to people suffering distress as a

the healing process

result of various oppressions;

discussion, self-monitoring and

class participation

? ThD/PhD: 1.1; 1.2

? ThM I: 1.3

? ThM II: 1.2

? MA: 1.3

? ability to use scholarly skills to ? lectures (section 3)

research, critically analyze, and ? final paper

write about a specialized topic

in narrative therapy

? ThD/PhD: 1.1, 1.2

? ThM I: 1.3

? ThM II: 1.2

? MA: 1.3

By the end of this course,

students successfully

completing, will have had an

opportunity to demonstrate

and enhance their level of

ability in the following areas:

This outcome will be achieved This course outcome

through these course elements: corresponds to this aspect of

the TST outcomes statement

for the individual AD programs:

the use of a library and the

construction of a bibliography

? final paper

scholarly skills:

? online discussions

? clear and effective

seminars

communication in both oral and ? final paper

written forms;

? the construction of a logical

argument;

? the making of informed

judgments on complex issues;

? the use of standard

conventions of style for

scholarly writing.

? ThD/PhD: 2.2.3

? ThM I: 2.2.4

? ThM II: 2.2.3

? MA: 2.2.4

? ThD/PhD: 2.2.5

? ThM I: 2.2.6

? ThM II: 2.2.5

? MA: 2.2.6

Evaluation

Requirements

The final grade for the course will be based on evaluations in three areas.

(1) Two small quizzes, practice assignments and the final quiz will cover this content and

provide the numerical grade. (40%)

You will complete the online course, as documented by the online quizzes, individual

assignments, assignments with your small group, or contributing to large group discussion

on Quercus. If the module has a quiz, students will be allowed two attempts at the quiz, as

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